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A search of MERLOT materialsCopyright 1997-2015 MERLOT. All rights reserved.Sun, 2 Aug 2015 15:34:35 PDTSun, 2 Aug 2015 15:34:35 PDTMERLOT Search - materialType=ePortfolio&createdSince=2012-12-18&sort.property=dateCreatedhttp://www.merlot.org:80/merlot/images/merlot.gifhttp://www.merlot.org:80/merlot/
4434Increasing Student Success in CHEM 316-17-18 by Matching Course Progression to Intellectual Developmenthttp://www.merlot.org/merlot/viewMaterial.htm?id=1046065
Organic chemistry is typically taught via the &#34;functional group approach&#34; that mirrors neither the way organic chemists think about their subject nor accounts for the developing intellectual requirements of the field. We have deconstructred the topics in organic chemistry into three broad categories: structure, mechanism, and synthesis. With an emphasis on making parallel the rigors of the material with the intellectual development of the students, we anticipate both an increase in student success and retention and mastery of the material.Fri, 10 Jul 2015 10:36:21 -0700CSUS Chem. 1A S2015http://www.merlot.org/merlot/viewMaterial.htm?id=1045785
Comparison of different online homework learning systems in a first semester general chemistry course.Thu, 9 Jul 2015 11:06:36 -0700Quality Assurance at Sacramentohttp://www.merlot.org/merlot/viewMaterial.htm?id=1038536
This page describes Sacramento State&#39;s Program in Quality Assurnce for Online Education.Fri, 19 Jun 2015 15:11:41 -0700Virtual Labs for Biostatisticshttp://www.merlot.org/merlot/viewMaterial.htm?id=1037173
This is an e-portfolio describing a course redesign project where traditional computer-based labs were replaced by online virtual labs. Assessment was conducted comparing the traditional and online approaches. The e-portfolio contains links to the virtual labs used and the laboratory exercises.Tue, 16 Jun 2015 12:48:06 -0700CSU Course Redesign CHEM111B CSULBhttp://www.merlot.org/merlot/viewMaterial.htm?id=1037167
Redesign of General Chemistry CHEM111B at CSULBTue, 16 Jun 2015 11:54:58 -0700CSULB PreCalculus Algebra Course Redesignhttp://www.merlot.org/merlot/viewMaterial.htm?id=1037065
Math 113 Precalculus Algebra: Improving students&#39; preparation for Calculus Structuring large lecture courses for student success and designing curricula to meet students&#39; needs Math 113 Precalculus Algebra: Improving students&#39; preparation for CalculusTue, 16 Jun 2015 09:25:37 -0700Math 120: Introduction to Probability and Statistics Course Redesignhttp://www.merlot.org/merlot/viewMaterial.htm?id=1036799
Californai State University, Fullerton. Introductory Statistics Course Redesign e-PortfolioMon, 15 Jun 2015 11:44:20 -0700Flipped Technology and Active Learning with Organic Chemistryhttp://www.merlot.org/merlot/viewMaterial.htm?id=1036733
As part of the course redesign project, the CSULB Department of Chemistry and Biochemistry launched CHEM 224 in Fall 2013 to create additional opportunities beyond lecture for small group discussions and problem solving, as well as implementing a flipped technology classroom format to engage students in an active learning environment.Mon, 15 Jun 2015 10:54:12 -0700Increasing MATH 122 Success through Online Homework and Coordinated Remediationhttp://www.merlot.org/merlot/viewMaterial.htm?id=1036510
This course traditionally has a very low success rate and acts as a bottleneck for the academic programs of students in STEM fields. It is taught each semester in 10 or so small sections, and we do not have a departmental mandate to impose pedagogical changes within the classroom. We do have historical data that identify students as &#34;at risk&#34; based on past courses and exam scores. We aim to increase student success through a coordinated combination of online homework sets, weekly remediation (in the form of supplemental instruction sessions) for the at-risk students, and milestone examinations.Sun, 14 Jun 2015 16:23:59 -0700Scaling Forward: Precalculus Algebra in an "Active Learning" Classroomhttp://www.merlot.org/merlot/viewMaterial.htm?id=1036507
We utilize a hybrid model to teach what is usually a large lecture Precalculus Algebra class in a smaller &#34;Active Learning&#34; class setting. Our goals are to improve student persistence within the course, as well as student preparation for subsequent courses, such as the Calculus sequence. These goals are particulary crucial in spring semesters, as historically, a significant fraction of students that take the course in the spring failed to complete or pass the course in the previous fall. This course is also prerequisite for other courses in other disciplines, including chemistry and kinesiology. Increasing the quality of student engagement through the incorporation of technology for initial and ongoing assessment, as well as instant in-lecture feedback and emphasis on group work has led to positive impact on passing rates. Finally, we were able to incorporate robust supplemental instruction and academic advising in response to student performance on initial assessment, and are tracking student retention of core competencies in subsequent courses. This implementation has shown potential as an effective remedy for students at high risk of failing the course.Sun, 14 Jun 2015 15:59:05 -0700